Affirming Students' Right to their Own Language: Bridging Language Policies and Pedagogical Practices

A Co-publication of the National Council of Teachers of English and Routledge. How can teachers make sound pedagogical decisions and advocate for educational policies that best serve the needs of students in today's diverse classrooms? What is the pedagogical value of providing culturally and linguistically diverse students greater access to their own language and cultural orientations? This landmark volume responds to the call to attend to the unfinished pedagogical business of the NCTE Conference on College Composition and Communication 1974 StudentsaaC--a Right to Their Own Language resolution. Chronicling the interplay between legislated/litigated education policies and language and literacy teaching in diverse classrooms, it presents exemplary research-based practices that maximize students' learning by utilizing their home-based cultural, language, and literacy practices to help them meet school expectations. Pre-service teachers, practicing teachers, and teacher educators need both resources and knowledge, including global perspectives, about language variation in PreK-12 classrooms and hands-on strategies that enable teachers to promote students' use of their own language in the classroom while also addressing mandated content and performance standards. This book meets that need. Visit http://www.ncte.org for more information about NCTE books, membership, and other services.

Table of Contents:
Contents Foreword: 3/S of a Language? xi DAVID BLOOME Preface: Unmasking Support of Students’ Language Rights xvii Acknowledgments xxiii PART I SETTING THE CONTEXT 1 Cross-Currents in Language Policies and Pedagogical Practices JERRIE COBB SCOTT DOLORES Y. STRAKER, AND LAURIE KATZ 2 Perspectives on Language Policies and Pedagogical Practices Interview 1: Issues in Global and Local Language Policies JOEL SPRING 18 Interview 2: An Insider’s View of African American Language Policies and Pedagogies GENEVA SMITHERMAN Interview 3: The Law of Language in the United States CRISTINA M. RODRIGUEZ Language Learners Interview 4: What Teachers Need to Know to Educate English MARY CAROL COMBS PART II EDUCATIONAL POLICIES, ATTITUDES, AND UNFULFILLED PROMISES 3 The Hidden Linguistic Legacies of Brown v. Board and No Child Left Behind JOHN BAUGH AND AARON WELBORN 41 4 Portraits Counterportraits, and the Lives of Children: Language, Culture, and Possibilities RICK MEYER 54 5 Restore My Language and Treat Me Justly: Indigenous Students’ Rights to Theft ‘fribal Languages DOROTHY AGUILERA AND MARGARET D. LeCOMPTE 68 6 Power, Politics, and Pedagogies: Re-Imagining Students’ Right to Their Own Language Through Democratic Engagement VALERI KINLOCH 85 7 Exploring Attitudes Toward Language Differences: Implications for Teacher Education Programs LAURIE KATZ, JERRIE COBB SCOTT, AND XENIA HADJIOANNOU 99 8 Positionality: Using Self-Discovery to Enhance Pre-Service Teachers’ Understanding of Language Differences NANCY RANKlE SHELTON 117 9 Beyond the Silence: Instructional Approaches and Students’ DAVID E. KIRKLAND AND AUSTIN JACKSON 132 PART III TOWARD A PEDAGOGY OF SUCCESS IN CLASSROOMS 10 "We Have Our Own Language as Weil as the Languages We Bring’: Constructing Opportunities for Learning Through a Language of the Classroom BETH V. YEAGER AND JUDITH L. GREEN 153 11 "Taylor Cat is Black": Code-Switch to Add Standard English to Students’ Linguistic Repertoires REBECCA S. WHEELER 176 12 There’s No "1" Way to Tell a Story LAURIE KATZ AND TEMPII CHAMPION 192 13 Culturally Responsive Read-Alouds in First Grade: Drawing Upon Children’s Languages and Cultures to Facilitate Literary and Social Understandings JEANE COPENHAVER-JOHNSON, JOY BOWMAN, AND ANGELA JOHNSON RIETSCHLIN 206 14 Developing Culturally Responsive Teacher Practitioners Through Multicultural Literature TAMARA L. JETTON, EMMA SAVAGE-DAVIS, AND MARIANNE BAKER 219 15 Educating the Whole Child: English Language Learners in a Middle School MARl HANEDA 232 16 New Chinese Immigrant Students’ Literacy Development: From Heritage Language to Bilingualism DANLING FU 247 17 High Stakes Testing and the Social Languages of Literature and Literate Achievement in Urban Classrooms DOROTHEA ANAGNOSTOPOULOS PART IV GLOBAL PERSPECTIVES ON LANGUAGE DIVERSITY AND LEARNING 262 18 Possibilities for Non-Standard Dialects in American Classrooms: Lessons from a Greek Cypriot Class XENIA HADJIOANNOU 275 19 The Writing on the Wall: Graffiti and Other Community School Practices in Brazil ANA CHRISTINA DASILVA IDDINGS 291 20 The Social Construction of Literacy in a Mexican Community: Coming Soon to Your School? PATRICK H. SMITH, LUZ A. MURILLO, AND ROBERT T. JIMENEZ 303 21 Multllingualism in Classrooms: The Paritetic School System of the Ladin Valleys in South Tyrol (Italy) GERDA VIDESOTT 319 22 Educational Policies and Practices in Post-Apartheid South Africa: The Case for Indigenous African Languages NKONKO M. KAMWANGAMALU 329 23 Meaningful Early Literacy Learning Experiences: Lessons from South Africa CAROLE BLOCH 345 24 India’s Multilingualism: Paradigm and Paradox ZARINA MANAWWAR HOCK 360 Afterword: Reflections on Language Policies and Pedagogical Practices JACQUELINE JONES ROYSTER, JERRIE COBB SCOTT, AND DOLORES Y. STRAKER 376 Author Biographies 388 Author Index 403 Subject Index 411

About the Author :
Jerrie Cobb Scott is Professor of Urban Literacy and Director of the Reading Center at the University of Memphis. Dolores Y. Straker (deceased) was Dean of the Raymond Walters College at the University of Cincinnati. Laurie Katz is Associate Professor of Early Childhood Education at The Ohio State University.

Review :
"Overall, the authors do a commendable job of educating the reader on the complexity and importance of how valuing students' language is critical for them to succeed in our increasingly multilingual, multicultural school environments. It provides a rich discussion of language policies up to and after the passage of the first SRTOL act in 1974, with the editors effectively "unmasking" pedagogical practices that other teachers can draw from to implement SRTOL's goal of supporting students' language rights."--Education Review "The book is of great value and is an excellent means of bringing attention to and promoting the principles of the SRTOL resolution!Critical language education scholars who work in the areas of teacher and graduate education will find this book very useful, with some chapters appropriate for use in their own classrooms, and others appropriate for informing their own research and advocacy efforts."--Teachers College Record